CHAPTER III: RESEARCH METHODS
F. Technique of analyzing data
In this research, the researcher analyzed the data from the textbook with rubric assessment from BSNP.27 This analysis was meant to evaluate the materials which are conformed in Curriculum 2013. In this analysis, the researcher did the following steps;
1. Match the materials provided within the textbook with the theme suggested by the Curriculum 2013.
2. Evaluating the materials presented in the textbook MODUL PENGAYAAN
‗Bahasa Inggris‘.
3. Interpreting the data gained from process of evaluation of the textbook MODUL PENGAYAAN ‗Bahasa Inggris‘.
4. Summing up the compatibility of the textbook content in quantitative output to show result in percentage and number. To gain the result percentage, the researcher uses the formula by Sudjono cited in ika ayu hapsari28 as follows:
P=
Note:
P = Percentage
27 BSNP. "Instrumen Penilaian Buku Teks Pelajaran Tahun 2011". Aviation today, Accesed from: http://bsnp-indonesia.org/2014/05/28/instrumen-penilaian-buku-teks-pelajaran-tahun-2014/ on sunday,17 February 2018 at 13.31am
28Anas Sudjono. Pengantar Statistik Pendidikan. (Jakarta: PT. Raja Grafindo Persada,2010) Page 43
35 F = Frequency of fulfilled aspect criteria N = the total number of criteria in each aspect.
To find the conversion of fulfilment, it will be used the formula below:
Table 3.1
The Conversion of Fulfilment Range of Fulfilment Score Categorized
80% - 100% Good
60% - 79% Fair
50% - 59% Sufficient
0% - 50% Poor
(Source: Pusat Perbukuan, cited in Latif, 2015, p. 72)
5. The researcher also used models for the scoring formula based on BSNP rubric as follows:
a. The completeness of each Unit with core competence and basic competence Completeness evaluated chapter from how the chapter developed interpersonal, functional and transactional text. Score 4 is given if 95% of KI and KD developed in text, and score 1 if it less than 95%.
b. The Depth of each Unit with core competence and basic competence
How chapter provided text, developed procedure of how text created.
Letting the students to produce a text and analyze the text are the assessment criteria for in-depth. Score 4 is given if chapter provide at least 2 text that relevance with the KD along with a clear description on how to produce and analyze those kinds of text while score 1 is given if it is less than the requirement.
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c. Social function of each Unit with core competence and basic competence Social functions means that every text provided in the chapter should fulfill the KI. Score 4 is given if the textbook fulfill at least 95% of KI and score 1 if the textbook could not fulfill 95% of KI.
d. Generic structure of each Unit with core competence and basic competence In generic structure, the exercises and text provided to students should help them in developing a systematic way of thinking and creating an efficient and actives way of producing text in the real life application. Score 4 is given if the chapter provided a systematic theory in producing a text. If it dids not provided a systematic theory on how to produce text then it is scored 1.
e. Linguistic feature of each Unit with core competence and basic competence Linguistic feature concerned with the language uses in both exercise and text written whether it is a good and acceptable language or not. Score 4 is given if the language uses in the text or materials are acceptable and polite while score 1 is given if it does not met the criteria.
f. Relevance of each Unit with core competence and basic competence
This criterion of feasibility of content judges the relevance of illustrations, tables and picture used in exercises or text in supporting the materials. The up-to-datedness of the materials supported are also considered. Score 4 is given if more 95% the supporting tables, picture or illustrations are relevant with the materials, and score 1 if it is less than 95%
material supports is relevant.
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g. Development of life skills each Unit with core competence and basic competence
The development of life skills related to the usefulness of materials and text assist in developing student‘s skills in social life. Score 4 is given if personal, social, academic and vocational life skills are developed in the materials, and score 1 if it is only 1 skill is developed.
h. Development of diversity insight of each Unit with core competence and basic competence
The appreciation for cultural diversity and the understanding of cultural richness in both local and global is the measurement in scoring the development of diversity insight. Score 4 is given if 95% materials or text provided in the chapter are relevant with diversity insight. and score 1 if it is less than 95% materials relevant with diversity insight. All the feasibility of content scoring guidance above will be applied in judging and assessing each sample chapter.
G. Trustworthiness of Data
To get the valid data, researcher should be checking the data validity. In analyzing the data validity, researcher uses triangulation. According to Casey and Murphy in Abir K. Bekhet stated that 'Methodological Triangulation' or mixed- methods is research uses more than one kind of method to study a phenomenon29
29 Abir K. Bekhet and Jaclene A. Zauszniewski. Methodological Triangulation: An Approach to Understanding Data. Accepted version. Nurse Researcher, Vol. 20, No. 2.
November 2012. Page 2
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In this research, the researcher collected and selected the data that have correlation with the theory and subject according to 2013 Curriculum. The researcher uses methodological triangulation.
CHAPTER IV
RESEARCH AND DISCUSSION
A. Physical Structure of Modul Pengayaan "Bahasa Inggris" Student Book For Seventh Grade Student
The physical structure of the textbook consists of the Cover and the contents of the book. The Cover of the book consists of the front cover and the back cover.
The contents of the book or part of the book consists of the front of the book (preliminaries), the text part of the book, and the back cover of the book (postliminaries).
The cover of the book has a color blend of tosca, pink and green. The front cover of this textbook has illustrations of a book that opens with the background of several student books. In this section there are book titles, curriculum statements, book grade level information, publishers, publisher logos, and the year the textbook is published. Furthermore, the back cover of this textbook contains a history of the emergence of English, ISBN number (International Series Book Number). publisher and printing logo.
The contents of the textbook beginning from the front of the book, the text section of the book, and the back of the book. The front of this textbook includes the main title page, list of publisher, preface, and table of contents. In these sections writing pages uses small Roman numerals. Furthermore, in the text section of this
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textbook there were chapter titles, list of basic competence, material summary (include listening, speaking, writing,) and competence test.
In the text section of the book, writing pages already uses numbers. Each Unit begins with the basic competence listing that will be studied in each chapter.
Basic competence is very helpful for student to know the contents of each chapter in the book. Each chapter in this textbook has a "Material summary". In that section students are asked to discuss all the material that has been displayed.
At the end of each chapter there is a "competence test" page. In that section students are asked to work on and remember their experiences after studying the chapter. Meanwhile, at the back of this textbook there is a bibliography, author biodata, consultant biodata, reviewer biodata and editor biodata.
B. Suitability of Material Descriptions in Modul Pengayaan "Bahasa Inggris"
Textbook for Seventh Grade Student with Core Competence and Basic Competence in 2013 curriculum
A. General Analysis of each Unit 1. Unit 5 ―It‘s a Good Watch‖
Table 4.1
The Basic Competence of unit 5
Basic competence Material
3.5 Identify social functions, text structures, and linguistic elements text transactional verbal and written interactions that involve the act of giving and asking for information related to the
character of people, animals, thing in accordance with the context of the use.
Listening Material (Page 5-7) Speaking Material
(Page 8-10) Reading Material
(Page 11-13)
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4.5 Compile short and simple transactional interaction texts that involve the act of giving and asking for information related to character of people, animals, and thing with a reference to social functions of the text structure and elements of language that are correct and in a context.
Writing Material (Page 14-15)
Competence Test (Page 15-18)
Unit 5 generally explains and give students a variety of competence about identifying social functions, text structures, and linguistic elements of verbal and written transactional interaction texts that involve giving and asking for information related to the character of people, animals and things according to the context.
2. Unit 6 ―What is He?‖
Table 4.2
The Basic Competence of unit 6
Basic competence Material
3.6 Identify social functions, text structures, and linguistic elements text transactional verbal and written interactions that involve the act of giving and asking for information related to the behavior / actions / functions of people, animals, thing in accordance with the context of the use.
Listening Material (Page 20-21) Speaking Material
(Page 22-24) Reading Material
(Page 25-26) 4.6 compile short and simple transactional
interaction texts that involve the act of giving and asking for information related to the behavior / actions / functions of people, animals, and thing with a reference to social functions of the text structure and elements of language that are correct and in a context.
Writing Material (Page 27) Competence Test
(Page 28-33)
Unit 6 generally explains and give students a variety of competence about social functions, text structures and linguistic elements of verbal and
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written transactional interaction texts that involve the act of giving and asking for information related to the behavior / actions / functions of people, animals and things in according to the context.
3. Unit 7 ―The Cat is Cute"
Table 4.3
The Basic Competence of unit 7
Basic competence Material
3.7 Identify social functions, text structures, and linguistic elements text transactional verbal and written interactions that involve the act of giving and asking for information related to the
description of people, animals, thing in accordance with the context of the use.
Listening Material (Page 34-36) Speaking Material
(Page 36-37) Reading Material
(Page 37-40) 4.7 compile short and simple transactional
interaction texts that involve the act of giving and asking for information related to the description of people, animals, and thing with a reference to social functions of the text structure and elements of language that are correct and in a context.
Writing Material (Page 41-43) Competence Test
(Page 43-46)
Unit 7 generally explains and give students a variety of competence about comparing social functions, text structure, and linguistic elements of several verbal and written descriptive texts by giving and asking for information related to descriptions of people, animals, and things in according to the context.
4. Unit 8 ―Song‖
Table 4.4
The Basic Competence of unit 8
Basic competence Material
3.8 interpreting social functions and elements of Listening Material
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language in song lyrics related to the existence of junior high school students
(Page 47-49) Speaking Material
(Page 50-51) Reading Material
(Page 51-53) 4.8 captures meaning contextually related to
social functions and linguistic elements song lyrics related to the existence of student in junior high school
Writing Material (Page 53-54) Competence Test
(Page 55-63)
Unit 8 described and provided interpreting social functions and linguistic elements in lyric song related to the lives of student junior high school. which mean, this unit capture contextually meaning related to social functions and linguistic elements of lyric song related to student lives.
B. The compatibility of materials with Core Competence and Basic Competence
In Below was detailed analyses from Unit 5 to Unit 8 based on compatibility with core competence and basic competence (The completeness and in-depth).
a. The completeness
1) Unit 5 ―It‘s a good watch‖
This chapter developed interpersonal, transactional and functional text. This unit developed social functions, text structure and linguistic element of verbal and written transactional interaction texts that involve the act of giving and asking for information related to the character of people, animals and things according to the context of their use. This can be seen on Appendices 1 page 5 part of listening activity section which
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explains students listening to audio and answering questions related to the character of people, animals and things. Apendices 1 page 8 part of speaking activity which explains students to practice in public.
Appendices 1 page 11 part of reading activity requires students to read and match the character of people, animals and things. And Appendices 1 page 11 part of writing activity that require students be able to write characters of people, animals, and things, and many others. This is good because all text and exercise were developed in all skill based exercise.
Therefore, the completeness in Unit 5 scored 4 2) Unit 6 ―What is He?‖
This chapter developed interpersonal, transactional and functional text. This can be seen on Appendices 1 page 20 part of "listening"
section which explains students listening to audio and answering questions related to the behavior / action / function of people, animals and things. Appendices 1 page 22 part of "speaking" which explains students to practice. Appendices 1 page 25 part of "reading" requires students to read and answer the question about behavior / action / function of people, animals and things. And Appendices 1 page 27 part of "writing" that require students be able to write behavior / action / function of people, animals, and things, in positive, negative and interrogative structure of simple present tense. This is very good because all text and exercise were developed in all skill based on interpersonal, transactional and functional text. Therefore, the completeness in Unit 6 scored 4.
44 3) Unit 7 ―The cat is Cute?‖
This chapter developed interpersonal, transactional and functional text. This can be seen on page 34 part of listening activity which explains students listening to audio and fill the blank related to describe people, animals and things. Appendices 1 page 36 part of speaking activity which explains students to practice in conversation and describe appearance of people. Appendices 1 page 37 part of reading activity requires students to read and answer the question about how to describe people, animals and things. Appendices 1 page 41 in writing activity that require students be able to fill the blank about describe people, animals, and things. This is very good because all text and exercise were developed in all skill based exercise. Therefore, the completeness in Unit 7 scored 4.
4) Unit 8 ―song‖
This chapter does not developed interpersonal, transactional and functional text. This unit develop social functions, text structure and linguistic element of verbal and written transactional interaction texts that involve the act of giving and asking for information related to song lyrics of people, animal and things according to the context. but, in this chapter/unit only explain about songs. and there is no element of dialogue and interpersonal and transactional elements. Therefore, the completeness in Unit 8 scored 1.
b. In-Depth of material
1) Unit 5 ―It‘s a good watch‖
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This unit has been successfully developed all of the criteria of In- Depth. It can be seen from completeness criteria of Unit 5 that this textbook has already developed more than 2 texts and an exercise that expose students able to tell the information from a characteristic people, animal, and things. In term of understanding character , Appendices 1 page 11 reading activity does not only develop to understanding the character people, animal and thing, but also teach students about antonym of character people animals and things. Appendices 1 Page 6 to 7 also described how to create a conversation between people and also
―fill the blank‖. So, score 4 is given for this criterion.
2) Unit 6 ―What is He?‖
This unit has been successfully developed all of the criteria of In- Depth. It can be seen from completeness criteria of Unit 6 that this textbook has already developed more than 2 texts and an exercise that expose students able to tell the information from a behavior / action / function people, animal, and things. In term of understanding character.
Appendices 1 page 22 (part of speaking) does not only develop to understanding the behavior / action / function of people, animal and thing, but also teach students about how to understand behavior / action / function of people animals and things in practice. Appendices 1 Page 23 to also described how to tell what the things are used for with the classmate, so that can improve student ability in speaking and writting.
So, score 4 is given for this criterion.
3) Unit 7 ―The cat is Cute?‖
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This unit has been successfully developed all of the criteria of In- Depth. It can be seen from completeness criteria of Unit 7 that this textbook has already developed more than 2 texts and an exercise that expose students able to tell the information from a description people, animal, and things. In term of describing, Appendices 1 page 36 speaking activity does not only develop to understanding the description of people, animal and thing, but also teach students about how to understand the personality of people animals and things. Appendices 1 Page 36 to also explain how to describe people, so that can improve student ability in speaking and writting. So, score 4 is given for this criterion.
4) Unit 8 ―song‖
This unit unsuccessfully developed all of the criteria of In-Depth.
the depth of material in this unit is still lacking. because this unit only describe about song. there is no interactive dialogue or illustration between individual to other individual. it is necessary to add more interactive material for dialog as example. so for this criterion is score 1.
C. The Accuracy of The Materials a. Social Function
1) Unit 5
This Unit has been analyzed and found out to be successful in implementing the social functions of each exercise. Most of the exercises described in completeness and in-depth criteria have already designed to have social functions in daily life. The interpersonal practice exercise in Appendices 1 page 6 to 9 where students exposed to fill the blank in
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balloon conversation was a useful exercise. The exercise writing part in Appendices 1 page 14 was also quite handy to be learned. It taught students to love speaking, writing and interacting with other. This writing part can be a basic lesson for them before learning to write an academic or formal journal. With this consideration, social functions for this unit scored 4.
2) Unit 6
This Unit generates social functions within the factual text and exercises. For example, the listening part in Appendices 1 page 20 is useful because the text and exercise takes daily life situation as theme.
The same thing goes to the reading part in Appendices 1 page 25 and exercise. Both of them use a common interactional and transactional language in daily life of reporting factual information and writing a factual text. So far, social functions in this unit scored 4.
3) Unit 7
The usefulness in term of social function for each exercise developed in this unit is packed with daily useful examples. Exercise in Appendices 1 page 35 show questions that are commonly used in daily life. It even checks students‘ comprehension about the conditional sentences using several questions. the speaking part exercise in Appendices 1 page 36 and 37, reading part exercise in Appendices 1 page 37 also use daily life theme exercise in which will be useful for students because it can be applied easily by them. So far, social functions in this unit scored 4.